Over two days in March 2022, experts from the United States and Japan presented their vision for the future of space science and exploration, cooperation between the U.S. and Japan, and the future space economy.
In this Data Note, researchers use the 2020 American Instructional Resources Survey to examine how teachers' science instruction is supported and whether supports differ from those that teachers reported for English language arts and math.
By working together, the Culture of Health and Open Science movements could increase their potential to accelerate the use of scientific evidence to address impediments to population health and collective well-being.
The report summarises the conclusions of an expert consultation exploring how citizens are increasingly becoming involved in scientific research. It investigates the benefits and challenges that citizen science poses for different stakeholders.
Branching from Open Science is 'citizen science,' -- the increased involvement of amateur scientists in the various stages of the scientific research process. This publication explores the definitions, opportunities and challenges for citizen science.
With all the evidence demonstrating the importance of STEM education for success in the 21st century, well-intentioned policymakers may be tempted to indiscriminately promote all STEM curricula, across all levels of education. But unpacking what STEM really means reveals the need for a more nuanced approach.
This article summarizes the results of two studies that investigated the properties of measures of instruction based on a teacher-generated instrument (the Scoop Notebook) that combines features of portfolios and self-report.
This research brief summarizes RAND's evaluation of the Math Science Partnership of Southwest Pennsylvania's progress toward increasing student achievement, increasing the quality of the educator workforce, and creating sustainable partnerships.
A multiyear, National Science Foundation-funded study found weak positive associations between reform-oriented mathematics and science instruction and achievement. Encouraging teachers to adopt such instruction is unlikely to be an effective strategy for promoting large and rapid student improvement.
Describes the condition of mathematics and science curricula at the secondary level, evaluates the quality of the description, and evaluates the quality of secondary-level curriculum indicators that could be produced from existing data sources.